Abstract
Based on the development of education in Indonesia today, teachers still teach in ways that make students memorize lessons. A learning model is needed that can support students to think critically. One of the learning models that can support students to think critically is through guided discovery learning model with argument mapping. This study aims to find out the influence of guided discovery learning models with an argument mapping to develop critical thinking skills. The research method used was quasi experimental and pretest-posttest control group design, the sample of the study consisted of 66 students drawn from 89 Senior High School Jakarta. This sample was divided into two groups to assign the experimental and control group. The experimental group was exposed to guided discovery learning and argument mapping, while the control group with conventional learning. The result of independent sample t-test with a significance level of α = 0.05 experimental group showed that p-value was 0.000. It can be concluded that there is the influence of the guided discovery learning with argument mapping on senior high school students’ critical thinking skills. The result of Normalized gain also show that the experimental group was effective to develop critical thinking skills (N-gain = 0.45). Furthermore, the study found out that N-gain for each indicator of critical thinking skills in the experimental group was higher than the control group. Basic clarification (N-gain = 0.31), bases for decision (N-gain = 0.68), inference (N-gain = 0.19), and advance clarification (N-gain = 1.2) were reported. Guided discovery learning with argument mapping should be an alternative learning medium to develop critical thinking skills.
Highlights
Guided discovery learning (GDL) implementation in biological instruction aims to have students be capable of building their knowledge independently
This study aims to Accepted: 27.06.2021 find out the influence of guided discovery learning models with an argument mapping to develop critical thinking skills
The study results implied that the GDL model with argument mapping (GDL-AM) implementation was proven to be capable of influencing critical thinking skills on environmental changes and it was better than the control class
Summary
Guided discovery learning (GDL) implementation in biological instruction aims to have students be capable of building their knowledge independently. GDL in biological instruction prioritizes student activities to develop knowledge integrally through teacher guidance and peer groups (Martineau, Traphagen, & Sparkes, 2013; Pujiastuti & Haryadi, 2020; Styers, Van Zandt, & Hayden, 2018). Through the GDL model, biology teachers play a role as a motivator and instructor to assist students in finding biological concept in learning activities (Noviyanti, Rusdi, & Ristanto, 2019; Styers et al, 2018). Students require GDL learning model to deal with a case and identify core problem and questions to be answered (Großmann & Wilde, 2019; Reynolds & Chiu, 2013). The process of learning science in high school students will be better with the help of the teacher (Großmann & Wilde, 2019; Suparini, Rusdi, & Ristanto, 2020). Teacher assistance in solving cases and problem formulation helps students to achieve learning objectives through GDL (Harahap, Ristanto, & Komala, 2020; Noviyanti et al, 2019)
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